Why choose One Education for Educational Psychology
As one of the largest teams of Educational Psychologists in England, we represent a diversity of backgrounds and skills. We are a dynamic team and always provide the upmost support that is focused on helping education professionals to find creative solutions to support children with complex needs to integrate into school life.
All our Educational Psychologists are Council-registered, Health and Care Professionals with additional interests and advanced therapeutic competencies, who attend regular supervision to keep skills and knowledge up-to-date with practice that is underpinned by core principles and values.
A fellow colleague commented that you're the best Educational Psychologist she's worked with in 20 years of teaching and I agreed. It is always incredibly interesting to talk to you about these children and read the reports because you are very insightful and appreciate the realities of the context we're in.
Thanks again for your excellent wellbeing session. It was really insightful and thought-provoking. It has generated many ideas here as to ways to improve our sense of wellbeing. It gave a really positive and caring start to the school year. Many staff have commented on how good the session was and how it has made them look at their own ways of thinking and strategies for coping.
All our teachers love working with Corinne. She has been such an important part of our work, focused on children with SEN. Her reports are so valuable and guide us through the whole assess-plan-do-review process and she makes it so easy for us to write IEPs, based on her recommendations and insightful guidance. Corinne works brilliantly with all agencies and her contributions to meetings are always held in high esteem by all professionals she works with.
In consultation, the Educational Psychologist’s role is to collaboratively work with the adults (teachers, parents etc) to reach solutions but this does not impede working directly with the child.
- A consultation is a preventative and helping process.
- It is facilitated by the psychologist who advises problem-solving frameworks and theoretical approaches.
- It enables the expertise of school staff, parents, other agencies and the psychologist to be utilised within a structured timeframe.
- All parties share problem solving and work together to create chance.
Information gathered and learned through consultations within the APDR (Assess, Plan, Do, Review) cycles contribute to a psychological assessment needed to inform decisions and next steps. We use a range of assessment tools for direct work with the child within the 4 areas of need, as identified in the SEND Code of Practice:
- Social, Emotional and Mental Health
- Communication and Interaction
- Cognitive and Learning
- Sensory and/or Physical
Group & Individual Therapy
Using cognitive behavioural approaches, we are able to support children and young people who experience a variety of life challenges including bereavement, disordered eating, anxiety, depression, self-harm, examination stress, anger issues, low self-esteem, gender identity, poor social problem-solving and issues associated with social media.
Group and individual sessions aim to address the following areas and pupils should be able to use the techniques independently by the end of the intervention. It is beneficial for a member of staff (such as a learning mentor) to be involved with the group to learn about these approaches and to support the pupils.
- Psycho-educational teaching on cognitive behavioural framework and the relationship between thoughts, feelings and behaviour.
- Labelling, recognising and reframing cognitive distortions (types of unhelpful thoughts).
- Recognising and reframing, ‘hot thoughts.’
- Psycho-educational teaching about angry versus assertive behaviours.
- Relaxation technique.
Teaching staff equally fall within our circle of support: Concerns about stress and professional burn-out, the impact of constant educational changes, time / self-organisation and management, and supervision constitute areas of potential support.
These packages can be offered at a whole school level through CPD or twilight sessions, delivered with groups of children and young people, or with individuals.
Continuous Professional Development
We offer a wide range of CDP training for staff around different mental health issues effecting pupils.
- Building awareness of young people and body image issues including Eating Disorders (ED).
- Looking at signs and triggers.
- Looking at definitions of ED.
- Skilling staff and parents in building resilience in young people.
- Raising awareness of different therapeutic techniques, such as mindfulness, creative arts and narrative therapy.
- Raising awareness of thought patterns and associated behaviours (unhealthy coping strategies that young people may adopt).
- Examination anxiety.
Therapeutic Story Group Intervention
Story group intervention is a six session, small group intervention that uses the stories by Margot Sunderland to encourage children to:
- Recognise and develop an understanding of the emotions that lead them to exhibit negative behaviours that isolate them from others.
- Reflect on their own feelings, thoughts and behaviours.
- Affect positive change in their behaviours and to find new ways of engaging with others.
Each session will be led by the Assistant Psychologist and supported by a Teaching Assistant to enable the work from the group to be carried forward into school life.
- Bullying and Hardened Hearts The intended outcomes for the intervention are to affect a reduction in the number of incidents in school, an increase in the number of times a child shows their emotions in an appropriate way and an increase in the number of times a child reports that they are happy.
- Children locked in rage or hate The intended outcomes for the intervention are to affect a reduction in the number of aggressive incidents in school, an increase in the number of times a child communicates their anger in an appropriate way and an increase in the number of times a child reports that they are calm. The intervention is suitable for primary aged children.
- Children with anxiety or obsessive behaviours The intended outcomes for the intervention are to affect a reduction in the number of anxiety related incidents in school, an increase in the number of times a child responds positively to anxiety and a reduction in the number of times the child reports that they are highly anxious.
Critical Incident Response
Our extensive knowledge, experience and practice enables us to support the needs of your pupils and young people following a critical incident.
- The Educational Psychology team will work in your school as part of a coordinated response with One Education HR if there is agreement that EP support is required.
- We work closely with the school’s leadership and staff, in order to enable them to respond rapidly and effectively following a tragedy. We seek to clarify their concerns and support their needs; and by agreement, provide psychological first aid and help to steer and influence organisational reflection and planning, aimed at achieving and maintaining a sense of control, continuity and restoration of resilience.
- Information is provided to staff about children and young people’s reactions to death and stages of grief; as well as how to identify vulnerable young people and adults within the setting enabling a targeted and protective response.
- Training and follow up support to schools in the development of their own Critical Incident Response Plan and processes, and includes Group Coaching and Coping Intervention from the 3rd day of critical incident. Other areas include, supporting pupil following traumatic events, PTSD and Community Cohesion.